Using Institutional Habitus to Position Colleges and Universities as Social Actors.

In this article, derria byrd contends that more robust interrogation of the organizational contribution to inequity in higher education would be aided by understanding higher education organizations as social actors. Organizational social actor theory demonstrates that colleges and universities are more than inert contexts in which marginalized students' experiences and outcomes play out. They are entities that possess unique dispositional orientations, motives, and inclinations toward action. This conceptual article argues that engagement with institutional habitus, grounded in Pierre Bourdieu's theory of practice, situates colleges and universities as social actors whose structural positions generate interests, beliefs, and behaviors that tend to constrain opportunity for students. The concept shifts the empirical gaze from students to colleges and universities in examinations of education inequity and facilitates analysis of how colleges' social position and the organizational identity, opportunities, and limitations it engenders support and/or inhibit organizational practice, including transformation toward equity. byrd crafts this argument in five parts: (1) exploration of organizational social actorhood theory, (2) overview of Bourdieu's theoretical framework and key conceptual tools, (3) expansions on Bourdieu's foundational formula to demonstrate how institutional habitus supplements the theorist's framework, (4) purposeful engagement with critiques of how institutional habitus has been employed in educational research, and (5) guiding principles for empirical engagement with institutional habitus. Throughout, byrd employs a collective case study of three college campuses to ground the theoretical review in empirical realities and uncover the invisible influence of social power on organizational practice. Given Bourdieu's attention to higher education and broad concern for systemic inequities reproduced at this level, this article focuses on higher education but has implications for educational research more broadly. [ABSTRACT FROM AUTHOR]